This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible…

More and more videos are now being used in e-learning context. For improving learning effect, to understand how students view the online video is important. In this research, we investigate how students deploy their attention when they learn through interactive slide video in the aim of better understanding observers' learning style. Felder and…

The monograph describes the development of verbal behavior over a 20-year period in two deaf Japanese children (5- and 7-years-old when first contacted by the author) with whom previous training attempts had failed. It is noted that prior training methods which had succeeded with Laura Bridgman and Helen Keller failed with these two children. A…